Group items tagged

"Explicit Comprehension Strategy Instruction By: National Institute for Literacy (2008) Use explicit strategy instruction to make visible the invisible comprehension strategies that good readers use to understand text. Support students until they can use the strategies independently. Recycle and re-teach strategies throughout the year. "

Classroom Strategies Explicit strategy instruction is at the core of good comprehension instruction. "Before" strategies activate students' prior knowledge and set a purpose for reading. "During" strategies help students make connections, monitor their understanding, generate questions, and stay focused. "After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text. Teachers should help students to understand why a strategy is useful, how it is used, and when it is appropriate. Teacher demonstration and modeling are critical factors for success, and student discussion following strategy instruction is also helpful. The most frequently researched strategies can be applied across content areas; other content-area specific strategies are emerging, and we will include them here in the future.

"The Writing Workshop, similar to the Reading Workshop, is a method of teaching writing using a workshop method. Students are given opportunities to write in a variety of genres and helps foster a love of writing. The Writing Workshop allows teachers to meet the needs of their students by differentiating their instruction and gearing instruction based on information gathered throughout the workshop."

The Writing Workshop, similar to the Reading Workshop, is a method of teaching writing using a workshop method. Students are given opportunities to write in a variety of genres and helps foster a love of writing. The Writing Workshop allows teachers to meet the needs of their students by differentiating their instruction and gearing instruction based on information gathered throughout the workshop. This page gives a basic overview of the Writing Workshop.

Reading and writing workshops are instructional strategies as well as organizational frameworks for language arts instruction.

Reading and Writing Workshop webpage

Interactive Writer's Models Analyze the elements of good writing with these interactive writer's models. Each model includes annotations and tips to help you be a good writer yourself. Middle School Grade 6 Grade 8 * Comparison-Contrast Essay * Descriptive Essay * How-to Explanation * Informative Report * Literary Comparison-Contrast Essay * Personal Narrative * Problem-Solution Essay * Short Story * Supporting a Position Grade 7 * Business Letter * Comparison-Contrast Essay * Complex Process Essay with Word Processing Features * Descriptive Essay * Informative Report * Literary Comparison-Contrast Essay * Personal Narrative * Persuasive Essay * Problem-Solution Essay * Short Story * Supporting an Interpretation * Business Letter * Character Analysis * Comparison-Contrast Essay * Informative Report * Instructions for Operating a Tool * Literary Comparison-Contrast Essay * Personal Narrative * Problem-Solution Essay * Review of a Novel * Short Story * Supporting a Position High School Grade 9 Grade 11 * Analysis of a Poem * Analysis of a Short Story * Autobiographical Narrative * Comparison of a Play and a Film * Comparison of Media Coverage * Description of a Place * Nonfiction Analysis * Persuasive Cause-and-Effect Essay * Persuasive Essay * Research Paper * Short Story Grade 10 * Analysis of a Short Story * Autobiographical Narrative * Biographical Narrative * Comparison of a Play and a Film * Comparison of Media Genres * Description of a Person * Persuasive Essay * Problem-Solution Analysis * Research Paper * Short Story * Analysis of a Novel * Editorial * Historical Research Report * Reflective Essay * Short Story Grade 12 * Analysis of Literature * Comparison-Contrast of Literature * Descriptive Essay

"I think it's about to happen again. Education is famous for wide swings of the pendulum. From code emphasis to meaning emphasis, from whole class to small group… and then back again. The "experts" find "the true answer" or begin to express doubt about or criticism of a widely accepted practice. Before you know it, everyone has jumped on the bandwagon. It's the lead article in all of the professional journals. It's the keynote address at conferences. Publishers rush to get out new materials. School districts scramble to write new curricula. Educational consultants offer new workshops. Teachers struggle to change their instructional practices. "

Even Nancie Atwell has experienced sticky note overkill!

"Performance Enhancing Drugs in Schools: How Big is the Threat to Kids? By Jeff Roberts on August 9, 2013 2 Comments Lance Armstrong. Ryan Braun. A-Rod. Marion Jones. Tim Montgomery. Tyson Gay. Bill Romanowski. Rafael Palmeiro. And so on … and so on. We've all heard the names. We're all familiar with the historic heights each of them achieved in their respective sports. And we have all witnessed their tragic, self-induced falls from grace.  Their respective careers are ruined. Their legacies disgraced. And, perhaps most tragically, all of the youngsters they once inspired are left confused and heartbroken. The worst part? The high-profile names mentioned here are a tiny fraction of the incredibly long list of professional and amateur athletes who have tested positive for performance-enhancing drugs (PEDs). Over the past decade, the U.S. Anti-Doping Agency has sanctioned cyclists and soccer players, water poloists and weightlifters, rowers, wrestlers, boxers and archers. And that's just a small sample of the offenders.   But when officials in Texas revealed last July that nine high school athletes tested positive for steroid use - and that just recently, scandal-ridden Biogenesis of America provided PEDs to high school athletes in Miami - the conversation became slightly more sickening. We were immediately filled with questions: What is the prevalence of PEDs in high schools? What types of PEDs are being used among high school athletes? What can be done to combat this trend? Let's answer these questions one by one. The prevalence of PEDs in high schools Roughly 3.2 percent of American high school kids - boys and girls - took steroid pills or shots without a doctor's permission at least once in their lives, according to the U.S. Department of Health's Youth Risk Behavior Survey published in June 2012. Bear in mind that the data collected reflects the 2011 school year and four U.S. states did not share data. Still, powerful co

"Watch best practices by model teachers and listen to experts in the field of teaching writing. The videos tackle many facets of the writing process, whether it is encouraging students to seeing themselves as "authors" or viewing conventions and revision with positive attitudes. "

POETRY UNIT

The Hip Hop Circuit illustrates the connectedness among Hip Hop, Popular Culture and, Education. This website is designed to facilitate the promotion of understanding the histoical importance of hip hop, to provide interesting instructional strategies for teachers to use hip hop in the classroom, and to give members of a larger community a mechinism to expand their knowledge base of Hip Hop, Popular Culture and, Education.

NWREL scoring practice on anchor papers

There is absolutely no better way to understand the 6+1 Trait® Scoring analytical model than to use it yourself. Whether you are a teacher or a student, this instructional tool will help you better understand each of the six traits of writing. You will first have to select which area of writing you want to focus on. Select from the list below to further study an individual trait.

Writing assessment: Developed in close collaboration with our member schools and Measurement, Inc., the WrAP stands apart from nearly every other available writing assessment. Unlike other instruments that provide only holistic scoring indices, the WrAP is scored analytically. Using a six-trait, six-point rubric, information is provided that can help target instruction in writing.

"A Word About Reading Workshop Reading workshop gives students the opportunity to read a wider range of material than might be found in a basal reading series and to respond to the material in a many ways (Atwell, 1989). Teachers have used this rather broadly defined model to create various experiences for their students. Generally, a considerable block of time is set aside each day for reading workshop. During that time students typically engage in the following activities: * reading and responding to literature * having group minilessons on skills and strategies * participating in individual conferences with the teacher to review progress, receive individual instruction, and make plans for future activities * sharing reading responses with the group "

The practice of sustained silent reading (SSR) is based on the belief that motivation, interest, self-selection, modeling, and time spent reading contribute to student reading achievement. This article describes a study designed to ascertain the prevalence of SSR in classrooms in a particular geographic area and the degree to which the program's original goals are being met. Seventh-grade teachers were surveyed regarding participation in SSR, organization of the program, material selection, and methods of evaluation. Findings indicate that silent reading is popular in the classroom in part because of the opportunities for instructional decision making it provides teachers. However, the individual implementation of the program has resulted in many aspects of the actual practice of SSR deviating from the original model. Questions regarding the integrity of current practices as compared to the original model are discussed, and suggestions to teachers who plan to implement or revise SSR programs are offered.

Reading and Writing Our classroom literacy instruction consists of speaking, listening, viewing activities, word study, Readers' Workshop, and Writers' Workshop .

"This protocol to discuss student work was created to help grade level teams reflect on their definitions of proficient work on specified assignments or assessments and to reach consensus on what constitutes a proficient response as well as to diagnose the student performance in relation to proficiency to inform instruction. Each teacher will be asked to bring three samples of student work from the same assignment or assessment: a student response from one of the top 5 students in the class, a response from one of the middle ten students in the class and a response from one of the bottom 10 students in the class."

This site has tons of PDFs to download and use in your instructional setting. Graphic organizers and exemplars/mentor texts are just a few resources on offer.

Great site with tons of reading strategies

These tools should be used to help students engage in rigorous thinking, organize complex ideas, and scaffold their interactions with texts.

Great resources for reading/writing organization